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Elaboration (4) ACLFRU104

understanding how to create textual cohesion, using elements such as conjunctions or causal phrases to sequence and link ideas and maintain the flow of expression, for example, donc, mais, à propos de, pendant, si, grace à, à cause de…

Elaboration (4) ACLFRU106

understanding that some languages are growing and adapting, while others (such as indigenous languages across the world) are endangered, disappearing or reviving, or blending with stronger languages

Elaboration (4) ACLFRU108

developing language to analyse and explain the nature of the language–culture relationship, using terms such as ‘meaning’, ‘perspective’, ‘values’, ‘assumptions’ and ‘difference’

Elaboration (4) ACLFRC110

using mathematical language and processes in real or simulated transactions, for example, creating a virtual bureau de change, setting exchange rates with the euro, CHF, CFP, XAF; managing a budget for online shopping on French-language internet site …

Elaboration (4) ACLFRC116

viewing excerpts of French/English subtitled films and evaluating the effectiveness of the translations (literal translation, non-translation, adapted translation)

Elaboration (4) ACLFRC117

creating parallel bilingual captions for a display or exhibition, and comparing how meanings are conveyed in each language

Elaboration (4) ACLFRC119

developing a language for reflecting on language learning and intercultural experience, examining aspects that are unexpected, difficult or enjoyable

Elaboration (4) ACLFRU120

recognising the role of pronunciation, rhythm and pace in creating effects and suggesting relationships in oral texts such as stories, poems, songs and conversations

Elaboration (4) ACLFRU121

using l’imparfait tense, understanding how to distinguish between a completed and a continuing action in the past (nous étions déjà au lit quand il est arrivé)

Elaboration (4) ACLFRU126

developing language for thinking and talking about cultural representation and expression, for example, ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’

Elaboration (4) ACLGEC105

responding to and making polite requests, for example, Ich möchte … , bitte. Bitte schön!

Elaboration (4) ACLGEC106

ordering/matching items of information in relation to different texts, such as responding to questions about story, for example, Wer ist das? Er hat drei Brüder und wohnt in …

Elaboration (4) ACLGEC108

reading or viewing English and German versions of a familiar print or digital text such as ‘Spot’/Flecki or ‘Bob the Builder’/Bob der Baumeister, and noticing similarities and differences

Elaboration (4) ACLGEC110

teaching a family member some German, for example, greetings, how to play a German game or sing a German song

Elaboration (4) ACLGEU114

noticing that all nouns are capitalised in German

Elaboration (4) ACLGEU115

understanding and describing actions using verbs such as gehen, kommen, machen, malen, lesen, schreiben, sehen, singen, spielen and wohnen

Elaboration (4) ACLGEC123

comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports

Elaboration (4) ACLGEC125

acting out a text with a repetitive plot and/or dialogue, for example, Das Rübenziehen

Elaboration (4) ACLGEC129

exploring how language is linked to a place, time and people, and what they do together, for example, by examining the meanings and associations they make with words and expressions such as zu Hause, Pausenbrot and Spielplatz

Elaboration (4) ACLGEC130

identifying family traditions and possessions that stem from another culture, such as opening presents on Christmas Day or Heiligabend, learning folk dancing, or having a German grandparent’s name

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